VOlUME 05 ISSUE 12 DECEMBER 2022
1Eka Lisdyawati,2Sulaiman,3Aslamiah
1,2,3Master in Education Administration Program, Universitas Lambung Mangkurat, Banjarmasin, Indonesia
DOI : https://doi.org/10.47191/ijsshr/v5-i12-98Google Scholar Download Pdf
ABSTRACT
The role of the teacher in developing students' skills in accordance with the requirements of the industrial revolution era 4.0 and the era of society 5.0 is to construct and develop learning experiences for students and encourage them to have higher-order thinking skills and be more creative. Teachers who are professional and receptive to technology and attempts to prepare vocational graduates who are competent for changes in the revolutionary era and who also meet the needs of the commercial and industrial communities. Thus, this present research focused on (1) teacher development management which includes school program planning on teacher competence, implementation of development activities, and evaluation of development activities and programs and (2) the determinants of success and obstacles in realizing the goals of teacher development management. This study used a qualitative approach using interview, observation, and documentation techniques. The data was collected through various techniques such as data reduction, data presentation, and data verification. Checking the validity of the data was done by using credibility, transferability, dependability and confirmability. Then, the data were analyzed by single case analysis and cross-site analysis. The results of the research showed that teacher development planning at SMK Negeri 2 Banjarmasin involves formulating objectives, organizing meeting activities, preparing upskilling and reskilling programs. Implementation incorporating both on-the-job and off-the-job training activities. Evaluate teacher development by assessing its methods, impacts, and programs. The challenges faced by SMK Negeri 2 Banjarmasin include discipline, teacher indifference, and a large number of instructors who do not participate in on-the-job training activities. Exemplary performance, motivation, reward and punishment are the success factors. Technology-based infrastructure availability. At SMK Negeri 4 Banjarmasin with planning, namely objective formulation, requirements analysis, team development, and data collection. Activities associated with qualification, training, and learning development program implementation. Evaluation consists of response/reaction, outcomes, and learning. There was no validation of the assessment of the teacher's grasp of the development program, which posed a challenge. Existence of government support and school policies to optimize development program activities is a success factor.
KEYWORDS:Management development, teachers
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